Definition of Paradigm A paradigm is a collection of concepts that are employed to construct a theoretical or philosophical framework or structure for disciplines or fields of study. A paradigm provides the basis for research and the production of theories within a discipline or field and the criteria with which a discipline or field defines itself (Emig, 1980). As such, a paradigm is often considered as a social phenomenon because it represents a body of thoughts or knowledge shared by a group of people, particularly those groups within fields of study of academic disciplines, rather than the thoughts, beliefs, or ideas of an individual. A paradigm is often viewed as implicit such that the particular group who subscribes to it is not aware of it until it is challenged in some way (Emig, 1980).
Competing definitions In discussing the formation of paradigms for the field of English Studies, Janet Emig looked to the work of Thomas Kuhn to define the term paradigm. Emig (1980) notes that in Kuhn's work The Structure ofScientific Revolutions, he defines the paradigm using 32 different definitions. His central definition is of paradigm as an explanatory matrix or structure of complex features that constitute a discipline. Another definition offered by Kuhn is of a paradigm being a social phenomenon (1980). These seemingly differing definitions suggest that they function more like the criteria or parts of a paradigm instead of being in competion with one another.
Paradigms in English Studies Different paradigms within the field of English Studies are evidenced by the work of scholars studying writing. These paradigms shift over time as new research is conducted. A few of the paradigms in the field include:
Development—focus is on development of language through instruction; often focus on process; scholars associated with this paradigm include James Britton, Janet Emig, and Ann Berthoff
Sociolinguistic—focus is on dialectic, orality and literacy, codes, classes, and control; scholars associated with this paradigm include Basil Bernstein and Walter Ong
Cognitive—focus is on writing as a thinking process driven by the goals of the writer; scholars associated with this paradigm include Linda Flower and Janet Emig
Social-Constructivism—focus is on social construction of language and writing; also considered a reaction against individualistic focus of studies of process in cognitive paradigm; most commonly associated with turn toward cultural studies; a scholar associated with this paradigm is Ann Gere
Expressivism—focus is on personal development through writing; a scholar associated with this paradigm is Peter Elbow
References
Emig, J. (1980) The tacit tradition: The inevitability of a multi-disciplinary approach to writing research. In Freedman, A. and Pringle, E. (Eds.) Reinventing the rhetorical tradition (pp. 9-17). Arkansas: L&S Books
Zebroski, J. T. (1994). Thinking through theory: Vygotskian perspectives on the teaching ofwriting. Portsmouth, NH: Boyton/Cook.
A paradigm is a collection of concepts that are employed to construct a theoretical or philosophical framework or structure for disciplines or fields of study. A paradigm provides the basis for research and the production of theories within a discipline or field and the criteria with which a discipline or field defines itself (Emig, 1980). As such, a paradigm is often considered as a social phenomenon because it represents a body of thoughts or knowledge shared by a group of people, particularly those groups within fields of study of academic disciplines, rather than the thoughts, beliefs, or ideas of an individual. A paradigm is often viewed as implicit such that the particular group who subscribes to it is not aware of it until it is challenged in some way (Emig, 1980).
Competing definitions
In discussing the formation of paradigms for the field of English Studies, Janet Emig looked to the work of Thomas Kuhn to define the term paradigm. Emig (1980) notes that in Kuhn's work The Structure of Scientific Revolutions, he defines the paradigm using 32 different definitions. His central definition is of paradigm as an explanatory matrix or structure of complex features that constitute a discipline. Another definition offered by Kuhn is of a paradigm being a social phenomenon (1980). These seemingly differing definitions suggest that they function more like the criteria or parts of a paradigm instead of being in competion with one another.
Paradigms in English Studies
Different paradigms within the field of English Studies are evidenced by the work of scholars studying writing. These paradigms shift over time as new research is conducted. A few of the paradigms in the field include:
References
Emig, J. (1980) The tacit tradition: The inevitability of a multi-disciplinary approach to writing research. In Freedman, A. and Pringle, E. (Eds.) Reinventing the rhetorical tradition (pp. 9-17). Arkansas: L&S Books
Zebroski, J. T. (1994). Thinking through theory: Vygotskian perspectives on the teaching of writing. Portsmouth, NH: Boyton/Cook.